THE 

UNIVERSITY OF MISSOURI 

BULLETIN 

EDUCATION SERIES 

VOLUMB 1 NUMBER 2 

RURAL SCHOOL CONSOLIDATION 
IN MISSOURI 

BY' 

O. L. KUNKEL 

Graduate Student, Univeraity of Miaaovri 

AND 

W. W. Charters 

Dean, School of Education, Vniveraity of Missouri 




UNIVERSITY OF MISSOURI 
COLUMBIA, MISSOUSI. 

November, 1911 



;'^^i-;"*5^.;^:;*iy* 



THE 

UNIVERSITY OF MISSOURI 

BULLETIN 



EDUCATION SERIES 



VOLTT.ME 1 



N I'M BE It 



RURAL SCHOOL CONSOLIDATION 
IN MISSOURI 

BY 

O. L. KUNKEL 

Graduate Stvdent, University of Missouri 

AND 

W. W. Charters 

Dean, School of Edxication, University of Missouri 




UNIVERSITY OF MISSOURI 
C(^LUMBIA. MISSOURI. 

November, 1911 






CONTENTS. 

Advantages of Consolidation 1 

Objections to Consolidation 9 

Consolidated Schools in Missouri 15 

How to Consolidate 16 

Transportation 28 

Bibliography 35 



INTRODUCTION. 

By consolidation is meant ttie combining of two or more 
school districts into one large district. The plan of consolidation 
best suited for most localities is to consolidate two or more dis- 
tricts, into one consolidated district, to maintain a central school, 
and to carry the children to school in hacks, as provided by law. 

This bulletin is intended to be a practical working manual 
for the friends of consolidation. All the literature on the subject 
has been read and that which is applicable to Missouri has been 
selected. Much material not found in consolidation literature 
has been collected by correspondence from experts upon consoli- 
dation in thirty-five states. 

The University of Missouri has established a Bureau of Con- 
solidation to which letters upon any of the questions involved in 
consolidation may be addressed. Plats and information about 
proposed plans may be sent to the University if an opinion as to 
methods and procedure is desired. As far as possible, capable 
lecturers will be sent out where needed. 

The State Department and the State Normal Schools are 
as deeply interested in consolidation as is the University, and 
will give assistance upon application. 

Address all communications with the University to the Bureau 
of Consolidation, University of Missouri, Columbia, Missouri. 

WORK FOR SCHOOLS OF QUALITY. 

There is only one principle upon which to work for consoli- 
dation — the principle of improved service. Cheapness is no argu- 
ment. The school which gives the best service for the money 
spent is the best school. Country schools are maintained on 
notoriously low taxes. Yet country children should have an 
education as good as that of city children. 

The best education in consolidated schools will cost more 
than poor education in one-room schools — if people will pay the 
money for the best. 

If consolidated schools are conducted as poorly as in the 
one-room schools, they will cost less: but nobody wants them 
to be run so poorly. They ought to be immeasurably better, and 
patrons should see to it that they have the best. 

It is a characteristic of Missouri patrons that, when they 
understand a school proposition, they will vote the necessary 
money; and this holds for rural as well as for city patrons. 

The friends of consolidation should, therefore, spare no pains 
to make clear their plans. They should be made as simple as a 
primer, and then the fight should be made for good schools, not 
for cheap schools. 



4 RURAL SCHOOL CONSOLIDATION IN MISSOURI 

ADVANTAGES OF CONSOLIDATION. 

School patrons who contemplate consolidation and transpor- 
tation of pupils at public expense often desire a statement of the 
advantages to be gained by the plan. In this bulletin an attempt 
has been made to bring together results that have followed from 
actual cases of consolidation and thus to give practical sugges- 
tions to those interested in the proposition. 

In this section on the advantages of consolidation many differ- 
ent statements of the same idea are given, so that friends of 
consolidation may select those statements which appeal most 
forcibly. 

I. It Educates the Children at Home. Through consolidation 
country boys and girls are furnished a good education from the 
kindergarten through the high school without disturbing the home 
either by separation of members of the family, or by moving to 
town to educate the children. 

It encourages the foundation of good central high schools 
and gives to the boys and girls in the rural districts equal advan- 
tages with the children in the city districts. 

Instead of the high school boy going to town to school where 
he may waste his time at the "nickels", he is kept at home where 
he helps with the chores and studies under the eyes of his parents. 

The course of study may be so arranged as to accommodate 
the older pupils at such a time as they can be spared to attend 
school. This would tend to keep the boys and girls on the farm 
instead of encouraging them to leave it and go to town. This is 
one of the main purposes of this system. 

By centralization all the children of the district have the 
same chance for higher education, which under the present plan 
only five or ten per cent are able to get by leaving home and 
going to the city. 

It makes possible a country school equal in every sense to 
the best city schools, yet within the reach of farm houses. All 
this can be accomplished without even a small village as a center, 
for some of the best schools have no connection with any village, 
but, like country homes, stand in the groves as a part of nature. 
Without consolidation a high school course cannot be maintained. 
It is the only means of realizing free high schools for all and 
accessible to all. 

II. Fewer Colds and Less Sickness. The health of the children 
is better guarded when they are conveyed from their homes to 
the school in comfortable vehicles than when they have to travel 
through mud or snow for a mile or more to the school, as they 
often do under the present system. 



ADVANTAGES OF CONSOLIDATION 5 

The health of the children is better when conveyed in wagons 
and landed warm and dry than when sitting all day with wet 
feet and soggy clothing after tramping through all kinds of roads 
In all kinds of weather. 

III. Decreases Cost or Improves Serrice. It will reduce the 
per capita cost of education in the districts affected in nearly 
every case, and in every case where the first cost of buildings, 
where buildings are required, has been paid. 

It is more economical. Parents who are observant say that 
the cost of shoes worn out in walking to the separate schools and 
the cost of medicine and doctor's bills more than pay for the 
transportation. Cost and maintenance of school buildings, appa- 




Hillsboro Consolidated School, Prince Edward Island, Canada. 

ratus, furniture, tuition and coal are reduced. It equalizes the cost 
of schooling, making it no more per capita for an outlying, thinly 
populated district than for any other. 

It increases property values as a whole for those who care 
to sell, and it broadens life for those who stay. 

It makes unnecessary the present costly system of sending 
the young men and women at private expense to village high 
schools, thus supporting a double system of education for country 
children. 

The rich and the poor will have more nearly equal advantages 
in securing a high school education. What is now the privilege 
of a few will become equally the opportunity of all. It gives an 



6 RURAL SCHOOL CONSOLIDATION IN MISSOURI 

opportunity to the promising, ambitious boy or girl, regardless 
of wealth, and in return the state is endowed richly with a citi- 
zenship of superior quality and efficiency. 

At the same expense much better schools can be provided, be- 
cause, fewer teachers being needed, a better grade can be secured, 
a division of labor established, and at least some sort of super- 
vision inaugurated. 

However, the argument to lay stress upon is— not decreased ex- 
pense but improved service. 

IV. It Makes the Cliildren Like School Better. A school 
spirit, which can only come from several people doing the same 
work in the class, is gained. Consolidation engenders that healthy 
educational spirit which can only come with the association of 
numbers. It provides for larger classes from which teachers are 
able to secure that interest and healthy rivalry not found in the 
small district school. 

Consolidation tends toward a more healthy social spirit in 
the school and in the community; rural and village children mingle 
together upon a common plane, the one securing much from the 
other. Parents and teachers become better acquainted with each 
other through frequent social gatherings at the common meeting 
place — the school house. Home and school are brought into close 
relation to each other. 

It militates against the self-consciousness due to lack of asso- 
ciation, so often noticeable in country children, as it goes against 
the domineering influence of one or two "big scholars" in a small 
school. 

The social life of the pupil is widened and the circle of 
acquaintance extended. The larger association improves the man- 
ners of the pupils, strengthens their individuality, broadens their 
experience with others and makes them better and more intelli- 
gent citizens. 

It quickens public interest in the schools; and pride in the 
kind and quality of work done is manifest. Pupils have the ad- 
vantage of that interest, enthusiasm and confidence which large 
classes always bring. 

Consolidation is one of the means of solving the problem of 
compulsory education, and under it there is practically no need 
of a truant officer. School attendance, when children are con- 
veyed, increases from fifty to one hundred and fifty per cent in 
numbers, regularity and number of days; and there is neither 
tardiness nor truancy. 

It keeps the boys and girls in school a longer time, and 
especially those advancing beyond the discipline and instruction 
of the small school. 



ADVANTAGES OF CONSOLIDATION 7 

V. Better Teachers. Because of the improved conditions, 
teachers show greater enthusiasm for and interest in their work. 
Teachers, thus working together, feel and exhibit the effect of 
contact, a condition in marked contrast with that of one working 
alone month after month with no companionship but that of chil- 
dren. The consolidated school is a graded school, thus narrowing 
the field of instruction for the individual teacher, allowing fewer 
classes and better preparation for each. Because fewer teachers 
are needed, better salaries can be paid and only thoroughly quali- 
fied teachers will be employed. 

It makes possible the employment of at least one well edu- 
cated, experienced teacher, under whose supervision the other 
teachers and the children will do more and better work. It makes 
possible the employment of special teachers who can, if necessary, 
divide their time among a number of consolidated schools, thus 
making it possible for the country child to receive first-class 
instruction in such subjects as music, art, manual training, agri- 
culture and domestic art. 

The consolidated school tends to keep teachers for longer 
terms, thus restricting to a considerable degree the evils which 
follow from frequent change of teachers. The consolidated school 
secures a larger share of the experienced teachers and those who 
have received Normal School training. The best teachers seek 
positions where systematic and graded work is possible. While 
teachers will take $40 positions in the grades in towns in prefer- 
ence to $60 in a one-teacher school, the best teachers in small 
cities will go to two-teacher country schools in preference to 
city schools. 

VI. Better Taught School. It will secure better classifica- 
tion of pupils so that both teachers and pupils may spend their 
time to better advantage. The teacher's work is so organized 
that the average recitation period is trebled. 

Consolidation allows pupils to be placed where they can work 
to the best advantage, allows the various subjects of study to be 
wisely selected and correlated and provides more time for the 
recitation. 

VII. Better Equipment for the Same Price. It leads to the 
creation of more commodious school houses and larger accommo- 
dations and means of instruction. The children have the benefit 
of modern school buildings and of modern conveniences in the 
way of ventilation and sanitary arrangements. The buildings are 
more comfortable and better adapted to school purposes. The 
same number of rooms can be constructed more cheaply when 
combined in one building than when constructed separately. 



8 RURAL SCHOOL CONSOLIDATION IN MISSOURI 

Better equipment for primary work can be secured. Instead 
of having to duplicate the charts, globes and other apparatus in 
separate schools, a much larger variety can be secured for the 
same outlay. 

The larger school means better libraries and hence good 
literature. 

VIII. Miscellaneous Advantages. The consolidated school 
always becomes the trading point, and the parents, through pupils, 
have daily access to this trading center, and can attend to matters 
which otherwise would require time and attention. 

Ethical culture is afforded free from dissipations of social life 
as manifested in cities. 

It makes possible The conduct of a school with the proper 
regard to the industries and professions of life, and it is the best 
way in which agriculture, nature study and household science can 
be generally introduced into the country schools. It is the only 
complete solution offered for agricultural education. 

It eliminates illiteracy on the one hand and on the other the 
false views of city life so commonly imbibed by school children, 
thus rationalizing the emigration from country to city. 

By this plan the farm again, as of old, becomes the ideal place 
in which to bring up children, to give them the advantages of 
centers of population and have them spend their evenings in the 
home. 

It brightens and broadens country life. 

With consolidation come better roads, giving the farmer the 
best facilities for transportation and thereby increasing the value 
of the farm. 

One or two families cannot "freeze out the teacher." 

Consolidation provides for a paid janitor, who is able to keep 
the school building and grounds in a neat, attractive and sanitary 
condition. 

Athletics is one of the factors in the solution of the problem 
of "how to keep boys in school," and consolidation furnishes even 
better advantages for athletics than the city school. 

Pupils are under the care of responsible persons from the 
time they leave home in the morning until they return at night. 

It tends to prevent difficulties that often arise on the way 
to and from school, such as loitering by the wayside or fighting. 

Children are protected from the danger of those offenses to 
decency and good morals so common on the road going to and 
from school — conditions so well understood by everybody who has 
ever taught a country school. 

The school wagons can be used for the transportation of 
patrons to entertainments, lectures and concerts. 



OBJECTIONS TO CONSOLIDATION 




School Building at KingsYille, 0., where Centralization of Schools 

Began in 1892. 

Transportation makes it possible where there is no mail 
delivery to distribute mail throughout the whole district daily. 

Transportation makes it easier to maintain a quarantine in 
case of disease. 



OBJECTIONS TO CONSOLIDATION. 

A large number of objections to consolidation are made, espe- 
cially by those who have never tried the plan. Most of these 
objections are trivial, but all of them deserve careful considera- 
tion. 

I. Abandonment of Old Building and Initial Cost of New. One 

of the most frequently mentioned objections, and one that often 
causes districts to hesitate over making a trial of consolidation 
is the necessity of abandoning the old district schools and erecting 
a new central building. The patrons urge that the buildings which 
they have in the district are tor good to be abandoned. They say, 
also, that the consolidated dist'-'ct might build a new large central 
school building and then later the patrons might wish to return to 
the old regime. 



10 RURAL SCHOOL CONSOLIDATION IN MISSOURI 

One way of overcoming such possibilities is to do as did the 
districts at Milton, Sumner County, Kansas. The Sumner con- 
solidated district was formed by the consolidation of five separate 
school districts in 1904, the central school being located in a 
small village, which, at the time of consolidation, contained prob- 
ably fifty inhabitants. Here consolidation began by moving two 
school houses to the site of the central school house at Milton, 
with a view to moving them back if consolidation should not 
prove satisfactory. The remaining old houses and school sites 
were sold for something between $600 and $800. The plan proved 
satisfactory and in 1905 or 1906, after conducting the work in 
the three small school houses, a fine gray brick four-room school 
house was erected at a cost of something over $6,000. 

By this means the small school buildings may be used for a 
number of years and if at any time the people of the district wish 
to go back to the old plan of single districts it is an easy matter 
for them to move the small school buildings back to the several 
small districts. This seems to be an excellent plan, for it gives 
the districts a chance to try consolidation before committing 
themselves to the plan. If, after a fair trial, consolidation in 
the particular district in question is found to be satisfactory, then 
the people will feel more like putting their money into a good 
central school. Such a plan certainly meets the objections above 
stated. 

II. Fear of Increased Expense. People often fear that con- 
solidation will be more expensive than the present small schools. 
A thorough study of the matter of cost shows that consolidation, 
while furnishing better schools, costs the same or even less than 
the shiall schools. 

According to the report of the Committee of Twelve in 1897, 
consolidation is never more expensive than the small school for 
the same quality of service. The same committee also states that 
it is doubtful whether any money expended in the people's interest 
is expended more wastefully than that which goes to the present 
country school. 

Of the townships in Massachusetts that had tried the plan of 
consolidation up to 1900, 68 per cent report the cost as less, while 
only eight per cent, report the cost as greater. Of 124 New Hamp- 
shire townships that reported concerning the cost of transportation, 
95.1 per cent gave the cost as less, 4 per cent gave the cost as the 
same, and .9 per cent gave the cost as more. Twenty-six of these 
townships gave the cost with conveyance as one-half that of local 
schools, eight gave it as one third, seven as one-fourth, three as 
one-fifth, and one each as one-sixth, three-eighths, two-fifths, and 
three-fifths. 



OBJECTIONS TO CONSOLIDATION 11 

In subdistricts numbers 10 and 13, Lake County, Ohio, it has 
been found that consolidation has reduced the cost per pupil on 
the basis of the total enrollment from $16.00 to $10.48, and on the 
basis of the average daily attendance from $26.66 to $16.07. 

According to the statement made in 1908 by E. A. Jones of 
Ohio, the average cost of transportation per vsragon per day in that 
state is $1.50, the average distance traveled is four and one-half 
miles and the average number of pupils conveyed by each wagon 
is twenty. 

At Terrill, Iowa, the enrollment in the consolidated school was, 
in 1902, 165, and almost all the pupils were transported. Seven 
drivers were required and the average cost per pupil per month 
was $1.53. Vermont transports 7,651 children for $36,000 per term 
or a little less than $4.71 each. On the average it costs about 
$1.50 per month to convey a pupil to a central high school. This 
is much less than it costs to provide a school within walking dis- 
tance of the pupil's home. Transportation is the only added ex- 
pense incurred by consolidation of schools. This expense is more 
than met by the saving which is made in other lines because the 
consolidated school requires fewer teachers and the central build- 
ing costs less than was expended on all the small buildings. There 
is thus, a saving of apparatus, fuel, incidental expenses, etc. By 
consolidation the same school can be had for less money, a better 
school for the same money, or a much better school for more 
money. This is the verdict of those who have tried the plan. 

Money Saved by Consolidation. The following financial state- 
ment gives the gain due to consolidation in La Grange County, 
Indiana: 

Number of central schools receiving conveyed pupils.... 14 

Number of central schools abandoned 38 

Additional teachers required in central schools 7 

Saving in number of teachers 31 

Saving in salaries of teachers $10,651.60 

Saving in fuel and repairs 2,260.00 

Total saving $12,911.60 

Number of pupils conveyed 428 

Number of hacks required 29 

Total cost for transportation for the year 6,176.86 

Net saving not counting additional cost of fuel and janitor 

service in consolidated schools 6,734.74 

In Duval County, Florida, the transportation system now in 
operation produces a current saving of $462.00 per month over the 
old system. Taking from this the increase of salaries for eight 



12 RURAL SCHOOL CONSOLIDATION IN MISSOURI 

assistants at the centralized schools, $225.00, and there is still left 
a net saving of $237.00 per month. 

However, cheapness is not the consideration. The best pos- 
sible school is the important thing. The average town in Missouri 
taxes itself 100 cents on the one hundred dollars, and a consoli- 
dated district, as a rule, cannot levy a tax so high as the average 
town. Cheapness is worse in education than it is in clothes. 
Quality pays; and school patrons should not be concerned with 
how cheap consolidation is but with the amount of value they get 
for their money. A country child deserves as much as his city 
cousin. 

III. Missouri Dirt Roads. Another objection to consolidation 
in Missouri is the condition of roads in certain parts of the state 
during certain parts of each year. Transportation is difficult where 
there are dirt roads. 

This objection is, however, not serious; for there are very few 
places in the state where the roads are impassable during any 
considerable period of time. 

In some of the states where consolidation has been most suc- 
cessful, the roads, are very bad. In Astabula County, Ohio, the 
county in which consolidation first began in that state twenty years 
ago, and one in which there were in 1908, as has already been 
stated, 21 consolidated schools, "the land is", according to the re- 
port of Hon. A. B. Palmer, delegate from the Michigan State Grange 
to investigate the system of consolidation in actual practice, 
"heavy clay" and "the roads are very poor a portion of the year." 
The number of consolidated schools in Ohio increased from 92 in 
1906 to 157 in 1907, and yet according to the same authority as 
above quoted "the roads are mainly clay and of that kind that 
refuses to let go. With the apparent depth as indicated by the 
ruts and general roughness even as late as the first of May, it 
seemed plausible to assume that it was an ideal section to test the 
desirability and efficiency of the transportation, a problem which 
all authorities upon the subject seem to be agreed is an absolute 
essential to the plan of centralization. During some seasons of 
the year the roads, it is claimed, are in excellent condition, but 
mainly during the months when schools are not in operation. In 
a few localities, especially near the shores of Lake Erie, more or 
less sand prevails, but on the whole any one who travels a few 
hundred miles over the average Ohio road will quickly conclude 
that the good roads problem is in that state just as far from solu- 
tion as it is with us; so if the decision of the question of central- 
ized schools depends upon the question of roads, Ohio has no ad- 
vantage. Ohio is solving her rural schools problem, in spite of bad 
roads. It is reported that the transportation wagons, serving the 



OBJECTIONS TO CONSOLIDATION 13 

consolidated schools of Ohio, seldom f\ii to get the children to the 
school on time, although an extra team is sometimes necessary in 
order to do this." There are bad roads in Iowa, and yet transporta- 
tion is successful in that state, 859 children being transported in 
1904. Bad roads hinder, but they do not prohibit the consolidation 
of schools. 

IV. Do Drirers Charge Exorbitant Prices? It is sometimes 
claimed that it is difficult to procure proper conveyance on reason- 
able terms, but the experience of consolidated schools everywhere 
tends to discredit this objection. 

In Vermont the average annual cost per pupil for transporta- 
tion for the eight years from 1894 to 1902 was $13.27 a year, which 
with a school term of 155 days makes the expense of transportation 
about 81/2 cents a day for each pupil. In Connecticut with a school 
term of 189 days the average daily cost per pupil during the four 
years from 1897 to 1901 was 7 5-6 cents, $1.56 per month per pupil, 
or $14.48 per pupil for a school term of eight months. At this rate 
it will cost $249.60 to transport 20 pupils to a central school. In 
Winnebaga County, Iowa, the compensation paid drivers is from 
$25 to $40 per month and the driver furnishes the wagon and meets 
all expenses incurred in transporting the pupils on his route. 

In Kalamazoo County, Michigan, in the Kalamazoo and Com- 
stock consolidated district the cost of transportation per pupil per 
month is $1.40; in Barnes County, North Dakota, in consolidated 
district numbers 41 and 19, it is $1.00; in Richland County, North 
Dakota, in consolidated district No. 135 it is $1.80; in Salt Lake 
County, Utah, in Jordan consolidated school it is $1.20; in Trumble 
County, Idaho, it is 80 cents; in Pueblo County, Colorado, in con- 
solidated district No. 18 it is $2.00; in Augusta County, Virginia, it 
is $2.00; in Ellsworth County, Kansas, in consolidated district No. 
26 it is $3.00; and in Woodford County, Illinois, it is $3.00 or less. 
Even at 15 cents a day the cost, per pupil, per school year of eight 
months, is only $24.00; at 4 cents per day it is only $6.40 per year. 
These figures do not indicate unreasonable charges for transporta- 
tion. Reports from consolidated schools in many different states 
show that there is no difficulty in obtaining proper conveyance on 
reasonable terms. If a driver on this basis carried 20 children his 
charge per month would run from $16.00 to $60.00, with fae average 
running under $30.00. 

Often an older boy attending school and living near the end 
of the route will "take the job" of driving and at very little ex- 
pense, because he drives in in the morning with the load of chil- 
dren, attends school and drives back in the evening after school. 

V. Contagious Diseases in tbe Wagons. The fear has some- 



14 RURAL SCHOOL CONSOLIDATION IN MISSOURI 

times been expressed that where the different schools are brought 
together and pupils from different homes are conveyed in the same 
wagon, there will be great danger of spreading contagious diseases. 
In actual practice it is found that this difficulty is not very great. 
Mr. E. A. Jones, formerly State Commissioner of Common Schools, 
Columbus, Ohio, says, in referring to this objection: "I am sure I 
can truthfully say that the experience of Ohio for the past twelve 
or fifteen years has shown that there is no valid ground for this 
objection." And certainly there is no more danger in a wagon than 
in a poorly ventilated and overheated school room. 

VI. Careless Drivers. Parents sometimes fear that careless 
drivers may be employed who will not attend to the comforts of the 
children and whose influence upon the children may not be good. 
Experience shows that there are no difficulties in this regard when 
school boards use the proper care in the selection of drivers. Re- 
ports from a large number of consolidated schools show that all 
that is necessary is to have the drivers sign the proper contracts 
and to include bond to perform the duties specified in the contract. 

VII. Away from Home Longer. The objection is sometimes 
raised that in the consolidated district the children would have to 
get ready for school earlier and would return from school later 
than when they walked to the nearby school. It may well be 
questioned whether even the pupils who are farthest from the 
central school are on the road longer when conveyed than when 
they formerly walked a shorter distance to the district school. 

VIII. Other Objections. It is sometimes held that the larger 
school will require better clothing and increased expense to the 
parents; that consolidation will throw many teachers out of em- 
ployment, and that the children will all have to eat cold dinners, 
etc. These objections can hardly be called objections; they are 
excuses and are put forward only by those who for other reasons 
oppose consolidation. 



KODS OF COTfSOLEDATED SCHOOLS. 

There are several kinds of consolidated schools. These differ- 
ences result from the different ways in which the schools accom- 
plish certain desired ends. But there is only one thing essential 
in order that a school may be termed consolidated, — it must be 
made up of two or more smaller schools. Such a combination 
necessitates a number of changes in the organization of the school, 
such as more pupils, better equipment and usually more than one 
teacher. 



CONSOLIDATED SCHOOLS IN MISSOURI. 15 

In certain cases schools are consolidated for higli school pur- 
poses only. Such schools are usually formed by the combination 
of four or more small districts. They maintain a central high 
school which all the children of the consolidated district may at- 
tend free of charge. But in addition to this school the consolidated 
district maintains a grade school in each of the original small 
districts. In such cases of consolidation, since the district main- 
tains grade schools in the buildings of the local districts, and 
since the patrons are by such consolidation deprived of none of 
the advantages of a nearby grade school, but receive in addition the 
advantages of a central high school, transportation is not provided 
at public expense. In such consolidated districts both grade and 
high school work may be done in the central school and all the 
children living in the small district in which the central school 
building is located may attend this school. This kind of consolida- 
tion, slightly modified, is in operation in Illinois. In that state not 
more than four separate small grade schools are supported in any 
one township and the consolidated district usually consists of one 
entire township. It has proved very satisfactory to the people of 
Illinois. (For rules for forming a joint high school district in 
Missouri see sec. 10852 R. S. Mo. 1911). 

Consolidation for high school purposes costs more than con- 
solidation for the purpose of doing grade work or for the purpose 
of doing both grade and high school work in the central school. 
But it is free from all those objections that are raised against 
closing the small grade school. It is also free from most of the 
alleged difficulties connected with transportation, because pupils of 
high school age are better able to go long distances to school than 
are younger children, whether they walk or are transported at 
public or private expense. 

Consolidation for high school purposes is not very satisfactory 
in Missouri because under the law not enough money can be set 
aside to maintain a good high school. 

A second sort of consolidation is found by which the small 
district schools have been discontinued and all the pupils in the 
consolidated district attend the central school which usually offers 
a high school course. This is the sort of consolidation that we 
advise. 



CONSOLIDATED SCHOOLS IN MISSOURI. 

A number of attempts at consolidation have been made in this 
•state. According to the 1910 report of the State Superintendent 
of Public Schools, there are eighteen consolidated districts. These 
(districts are located in ten different counties of the state. Some 



16 RURAL SCHOOL CONSOLIDATION IN MISSOURI 

have consolidated for high school purposes only, while others have 
consolidated their grade schools. 

Reports from all the districts could not be secured, but the 
following is a summary of typical cases: 

Consolidation in Jackson County. Consolidation first began 
in Jackson County in 1902 when district No. 1 was organized. In 
this county in 1904 consolidated district No. 2 and in 1907 consoli- 
dated district No. 3 was organized. These districts embrace from 
twenty-five to thirty square miles each and maintain central high 
schools. They were organized for high school purposes only and 
do not furnish transportation to the students that attend the cen- 
tral school. All the students above the seventh grade attend the 
central schools, the eighth grade being included in the high school 
course. In 1907 district No. 1 made a levy of 7.5 cents on the one 
hundred dollars assessed valuation of its property, district No. 2 
forty cents and district No. 3 fifty cents on the assessed valuation 
of its property taxable for school purposes. 

Snccessful in Dade County. In Dade County there are three 
consolidated districts. Each of these districts has been formed 
from the union of two small districts, for the purpose of main- 
taining a two-room grade school. The County Superintendent 
reports that these schools are doing better work than was done 
before consolidation. The chilrden are not transported. 

Two Districts in Randolpli. In Randolph County two districts 
have been consolidated. The central school building is located at 
Clifton Hill. This school does both grade and high school work, 
contains ninety children and makes a tax levy of one hundred 
cents on the one hundred dollars. No transportation is provided 
the children in this district. 

Thus we see that Missouri has both kinds of consolidated 
schools, i. e., consolidated schools for high school purposes only, 
as in Jackson County, consolidated schools for grade school pur- 
poses, as in Dade County, or for doing bo+h grade and high school 
work, as at Clifton Hill in Randolph County. 



HOW TO CONSOLIDATE. 

In the pages that follow an attempt has been made to outline 
a plan which may be of use to school patrons and superintendents 
who desire to promote consolidation of schools in their communi- 
ties. 

I. Know County Conditions. The patrons of the schools, 
after having decided to begin the agitation for consolidating a 



HOW TO CONSOLIDATE 



17 



group of schools should acquaint themselves with the conditions 
existing in the several districts thereof. They should consider 
the size of each district, its location with reference to other 
districts, the amount of money being spent, the number of pupils, 
the condition of the roads and the sentiment of the people. They 
should also take into consideration the condition of the small 
school buildings. If the districts which they propose to consoli- 
date have two or more good buildings they should consider the 
advisability of moving them to some central location. If all the 
buildings in the district to be consolidated are old and worth 
but little, then it will be cheaper to build one central building 
than to move several small buildings. 




The Bono Consolidated School, Johnson County, Texas. 



The size of the consolidated district will depend largely upon 
these local conditions. The proposed district should be small 
enough to keep the farthest children within a reasonable driving 
distance from the central school. 

Valuation of District. If a group of districts do not exnect 
to run a four-year high school, there is no minimum to the valu- 
ation of the proposed district. But if it is expected to run a 



18 



RURAL SCHOOL CONSOLIDATION IN MISSOURI 



four-year high school the minimum assessed valuation of the 
proposed district should be more than $350,000. There were seven 
high schools accredited to the University which in 1910 had a 
valuation of less than $250,000 each, but they had to depend on 
outside tuition and could make a levy of 100 cents for main- 
tenance. 

However, if a consolidated district does not have money 
enough to run a four-year high school, they can run a one, two 
or three-year one. 

Size of District. According to John F. Riggs, State Superin- 
tendent of Public Instruction in Iowa in 1905, children should 
seldom, if ever, be required to ride a greater distance than five 



m% 




muas,^>*v. 



Old School Building Aliandoned when these Districts Con- 
solidated Tvith the Bono District. 



miles. On the other hand, the Burns Consolidated School in 
Marion County, Kansas, has an area of forty-three square miles, 
and one of the wagons has to go ten and one-half miles. It is 
reported that wagons make the trip to the school in about one 
.and one-half hours and that the transportation thus provided is 



HOW TO CONSOLIDATE 



19 



satisfactory to the people along the route. Mr. E. A. Jones, State 
Commissioner of Common Schools in Ohio, said in 1908 that in 
his state every effort is made to get the children to school in an 
hour and fifteen minutes from the time they leave their homes. 
The country roads of Missouri can be favorably compared with 
the country roads of Ohio and in that state the average distance 
which a conveyance transporting children has to go is about four 
and one-half miles. 

II. Know Consolidation Laws. The leaders should make 
themselves familiar with all consolidation laws. For this purpose 




Old School Building' Abandoned when these Districts Con- 
solidated with the Bono District. 



reference should be made to sections 10776, 10837, 10852 and 10883 
of the Revised School Laws of the State of Missouri, Revised 
Statutes, 1911. 

III. Let tlie People Know. A printed statement of the facts 
which have been obtained concerning these districts and an esti- 
mate of the cost of carrying on the proposed consolidated school, 
.should be distributed among those living in the districts concerned. 



20 RURAL SCHOOL CONSOLIDATION IN MISSOURI 

These facts should be placed in the hands of all those who show 
an interest in consolidation. Newspapers should be used freely 
and every possible means adopted to acquaint the people with the 
facts. For without question, if the people of Missouri understand 
a proposition for education they will provide means for secur- 
ing it. 

IV. Public Meetings Before Election. Public meetings should 
be held in the different districts for the purpose of discussing 
consolidation. At these meetings addresses should be made by 
those best informed regarding consolidated schools. The State 
Department, the Normal Schools and the State University have 
men well-versed in the subject. The friends of the proposition 
should at this time be prepared to outline in a very definite way 
what they propose to do. They should point out the advantages 
of the consolidated school over the small district school. This 
agitation should precede the annual school meeting of each school 
district held on the first Tuesday in April of each year by a period 
of several months and many meetings should be held to arouse 
interest for the proposition. 

V. Form of Petition. If the proposed plan to consolidate 
meets with favor, then petitions, having the form given below, 
should be signed by ten qualified voters residing in the territory 
affected by the change. As many copies of the petitions should be 
signed as there are districts to be consolidated, and a copy should 
be sent to the clerk of each district concerned. 

FORM OF PETITION FOR CHANGE OF BOUNDARY. 
(See Mo. School Law, 1911, page 50.) 

To the District Clerk: — 

We, the undersigned qualified voters (ten or more) of District 

No , County of , State of Missouri, 

desire the following changes in district boundary lines: 



and hereby petition you "to post a notice of such desired change 
in at least five public places in each district interested, fifteen days 
prior to the time of the annual meeting." 

(Signed by ten or more qualified voters residing in any part 
of the territory affected by the proposed change.) 

VI. Method of Forming District. On receipt of a petition 
having the form shown above and properly signed, it becomes the 
duty of each district clerk, fifteen days prior to the annual elec- 
tion, to give notice of the proposed change in five public places 



HOW TO CONSOLIDATE 21 

in the district, or in all the newspapers of the district. (Sec. 
10837 R. S. Mo. 1911). Such notice having been given, the change 
described in the notice becomes a matter to be voted on at the 
annual meeting. A majority vote in all the districts forms the 
new district. 

If only one, or, more than one, but not all of the districts 
concerned, has a majority vote asking for the change, the case is 
not settled, for an appeal may be made to the County Superin- 
tendent for arbitration, who upon receipt of an appeal filed with 
him in writing not more than five days after the annual meeting, 
shall appoint four disinterested men, having certain qualifications 
specified by law, who, together with the Superintendent, shall 
constitute a board of arbitration and shall investigate the claims 
made by those on both sides of the question, and decide the 
matter. 

When the decision by vote or by arbitration favors consolida- 
tion the consolidated district shall be organized according to pro- 
visions of Sec. 10843 R. S. Mo. 1911. 

VII. The ^e^y School District. The consolidated district, 
when formed, may or may not continue its several small schools. 
This may be decided at the first meeting as provided by Sees. 
10843 and 10845, R. S. Mo. 1911. The small schools may be con- 
tinued and a central high school established, or the small schools 
may be discontinued and a central school established for the 
accommodation of all the children of the district. Such a school 
may do only grade work, or it may do both grade and high school 
work, according to the wishes of those concerned and the condi- 
tions existing in the district. 

In case the small district schools are discontinued, two or 
more of the small school houses may be moved to the site of the 
central school. This, as has already been stated, was the plan 
that was followed by the consolidated district at Milton in Sumner 
County, Kansas. In the small houses moved to the central point 
a well graded school may be held. In one building all of the work 
of the first three grades may be taught by one teacher, in another 
building all the grades above the third grade and below the high 
school may be taught by another teacher, and in still another 
building a teacher, especially fitted to teach high school subjects 
and to supervise the work of the grades, may take those who have 
completed the eighth grade work. 

If the buildings in the district are old at the time of consoli- 
dation, then, it is best for the consolidated district to build a good 
central building at once. 



22 RURAL SCHOOL CONSOLIDATION IN MISSOURI 

STUDIES OF PROPOSED CONSOLIDATED DISTRICTS. 

CASE I. 

The following is a study of a group of districts showing one 
method of handling the facts. The plat on page 23 contains 

(1) Boundaries of school districts 

(2) Roads 

(3) Number of children in each house on each road 

(4) Proposed transportation routes. 

These are all drawn to scale. For purposes of explanation 
before audiences, at least one such map should be made on a large 
sheet of unbleached white muslin large enough to allow a scale 
of a foot to a mile. The plat may be made with jap-a-lack or 
black paint and a small brush. 

This will be little trouble and will make the idea clear. 

I. Assessed Valuation. In this group there are five districts 
with an assessed valuation as follows: 



A 


$53,030 


B 


97,850 


C 


48,190 


D 


73,010 


E 


111,755 



Total $383,835 

This assessed valuation will be of interest in connection with 
the following table of high schools accredited to the University 
•of Missouri showing the numbers in relation to assessed valua- 
tion. 

Number of accredited high schools with an assessed valuation 
of 

Less than $250,000 7 

Less than $300,000 17 

Less than $350,000 23 

Less than $400,000 29 

Less than $450,000 40 

Less than $500,000 52 

These are town schools and do not have to transport children. 
If we allow for transportation, the $383,835 assessed valuation of 
this district will be about the equivalent of $290,000 in a town 
district. And there are of such districts 17 which have accredited 
high schools (about 12% of the high schools of the state). 



HOW TO CONSOLIDATE 



23 



Proposed Cansolid^ted Diatnct^ 




V/uLA.&er 

S PnoPOAED CE/^TRAL. SiCHOOL 

• Abanoon£o school ^oU'Se: 

{-^=.-^^] Road 

{♦iiiiVl T^OPOSED TRAN3P0PtTAT/0/S/ ROAD 

(SfCr/OA/ BOUNOARY 

^■■■^■'^^ &CHOOU OISTAICT BOUf\IDARY 

O School — cuiLDnc/yJ 



21 RURAL SCHOOL CONSOLIDATION IN MISSOURI 

Total Enumeration 



A 


33 


B 


39 


C 


38 


D 


35 


E 


68 



213 

This means that under the law this district may organize as 
a town school district, having as it does over 200 children of 
school age (R. S. Mo. 1911, sec. 10864), and will thereby be 
entitled to certain privileges, as for instance the privilege of in- 
creasing the maximum levy to 100 cents for school purposes 
(R. S. Mo. 1911, sec. 10825). 

II. Transportation. Five routes will take care of all the 
children living more than one-half mile from the school house 
(children living less than one-half mile distant are not entitled 
to transportation under the law). The roads are in the main good 
clay roads. 

These routes may be as follows: 

A. beginning in District A center of north of 5, south to S. 
line, southwest to middle of S. line of 6 and direct to village, with 
one side trip in S. W. quarter of N. W. quarter of T. to E. line of 
12, where two children from 1 and four from 12 will be picked up. 
Two children along N. line of 18 will be picked up where road 
crosses line of 13. 

B. beginning north line of 3 direct to middle of E. line of 10, 
side trip to center of N. W. quarter of 11 where five children in 2 
and three from northeast of 11 will be picked up, then back to 
middle of E. line of 10 and into town. The wagon carries a total 
of 20 children, and the farthest child rides 4% miles. 

C. begins center of 17 due east to school, picking up two in 
9 and seven in 21 at the center of 16. The wagon will carry a 
total of 28 children and the farthest child rides 3% miles. 

D. begins at the center of 35, goes due north to center of S. 
line of 23 where one child from 25 is picked up, then to main 
road near W. line of 23 where two children from 27 are picked 
up; then on into the village. This wagon carries a total of 27 and 
the farthest child rides 3% miles. 

E. begins near center of 36 north to E. line of 25, north to 
main road and on into the village. This wagon will carry a total 
of 22 children and the farthest child will ride 3% miles. 



HOW TO CONSOLIDATE 25 

Note. — These distances in every route are very reasonable 
and no child need be on the road more than one hour. The 
average will be tvi^enty minutes. The wagons will usually carry 
less than the totals given because of absences from school. 

Present Expenses of Fiye Districts — 

A B C D E Totals 

Length of Term, months 7 8 S S 7 

Sahiry of Teachers.. $3.50.00 $400.00 $440.00 $400.00 $S05.00 $2395.00 

Salary of Janitor... 6.30 22.90 16.45 16.00 35.00 96.65 

Salary of Clerk 5.00 7.00 10.00 10.00 10.00 42.00 

Fuel 13.48 22.71 40.40 15.00 35.00 126.59 

Total Incidentals.... 00..55 74.36 209.38 47.00 153.97 745.26 

Total Salary and Inc 410.55 474.36 649.38 447.00 958.97 3140.26 

Assessed Valuation... 53,030 97,850 69,635 73,010 111,755 3S3.835 

Levy 65 40 40 40 75 

Total expense for five districts, $3140.26 

Average Daily Attendance — 

A 19 

B 29 

C 33 

D 27 

B, outside village ^ 

E, in village 4.") 

162 
Total (not in villascO 117 

Estimated Cost of Rnnninu: Consolidated ^clicol. 

Transportation. There are 117 children to be transported 
daily. Those living in the village would walk. Figuring from 
cost in other states, we may set the cost at $1.00 per child per 
month. The total cost will be approximately $1,000. 

Teachers. The average daily attendance is 162. Five teachers 
can take care of these and the principal can teach some high 
school work in addition. Four of these teachers can be easily 
secured for $40, because while $.50 is paid to get rural school 
teachers, as good a quality or better can be secured in a graded 
school for less money. The present principal of the village school 
can be retained for $65. 

4 teachers at $40 for 8 months $1280 

1 principal at $65 for 8 months 520 



Total for teachers. 



26 RURAL SCHOOL CONSOLIDATION IN MISSOURI 

Fuel. A five room school building can be heated for $65 a 
year in this locality. 

Janitor serTice can be secured for $75 for the year on the 
basis that the two-room school in the village pays $35 a year. 

Clerk's expenses would amount to about $15 for all purposes.. 

These total as follows: 

Transportation $1000 

Teachers 1800 

Fuel 65 

Janitor 75 

Clerk 15 

Other incidentals and repairs.. 150 

Total $3105 

Comparison. Separate districts now pay $3140.00 
Consolidated district (estimated) $3105.00 

Saving 35.00 

This means practically, however, that three of the districts,. 
B, C, and D, levying 40 cents, would have to raise their assessment 
while the other two would lower to strike an average. 

The best proposition to be made and fought out in these dis- 
tricts is this: Are you willing to raise your levy to 65 cents 
and have a graded school with three years' work in the high 
school and six teachers employed? 

This can be easily done for 65 cents on $383,835 assessed 
valuation of the whole district. The whole district would give 
an increase of $490 which would more than enable the district to 
hire an additional high school teacher and give three years of 
high school work. 

Natural growth of sentiment with the success of the school 
would undoubtedly increase the levy because that always happens 
in towns, and farmers are just as friendly to education as are city 
patrons if they can see that they are getting the worth of their 
money in better schools. 

Initial Cost of Consolidation. This is difficult to state in 
terms that would hold for every locality. It so happens that 
there are three buildings in these districts, none more than 2i/^ 
miles from the village, in good condition, that could be moved in 
and used. This with the two-roomed village school would take 
care of all the pupils and the initial cost would be largely the 
cost of moving them in and repairing them. This cost would be 



HOW TO CONSOLIDATE 27 

largely defrayed by the sale of the sites and the remaining school 
building. Later the district could build a good modern building, 
and the sooner the better. 

A proposition to build a new building would depend upon 
what the sentiment of the districts is. The village would very 
probably be willing as individuals to pay a good part of the 
initial cost of putting up such a building on ample school grounds. 

Five covered wagons to be owned by the district would cost 
in addition about $150 each. 

CASE II. 

Another group of districts in which the saving would be much 
greater is the following. The saving is greater because the num- 
ber of pupils in each school is smaller. 

Present Expenses — 



Enrollment 

Daily attendance . 

Term 

Total Salary 

Total Incidental . . 
Total Expense . . . 
Assessed Valuation 
Xievy 



A 


B 


C 


D 


Totals 


27 


12 


21 


6 


66 


20 


7 


14 


5 


46 


6 


8 


6 


7 




$240.00 


$320.00 


$240.00 


$280.00 


$1080.00 


164.33 


75.20 


91.59 


40.99 


372.11 


400.33 


395.20 


331.59 


320.99 


1452.11 


50,770 


99,175 


68.000 


68,530 


282,475 


."5 


40 


40 


50 





Two teachers could take care of these children easily in a 
central school. Two buildings are in excellent condition, and 
could be moved into the center. Three wagons would cost $450. 
They could pay their teachers $40 a month, as at present. The 
estimates of expense would be as follows: 

2 teachers at $40 a month for 8 months $ 640 
46 pupils to transport at, say, $1.50 a month 

(Three wagons would be necessary) 552 
Incidental expense in total 150 



Total $1342 

Comparison. 4 districts at present spend $1452.11 
Consolidated district 1342.00 



Saving 110.11 

This means that all the children would have an eight-month 
school where now only one school has, that they would have two 
teachers with four grades to a room and only 23 pupils in each 
room. Also by raising the levy to 60 cents they could put in 
another teacher, do two years of high school work, and have 



28 RURAL SCHOOL CONSOLIDATION IN MISSOURI 

plenty of money left. Fifty-five cents, the levy now made in 
one of the districts, would probably do the work. 

That is, by all the districts paying what one does and con- 
solidating, they could have a graded school and two years high 
school. At present individual patrons in these districts pay a 
total of over $2500 a year sending their children away to high 
school. Two years of this could be had at home by consolidating. 

TRANSPORTATION. 

The consolidated district may or may not provide transporta- 
tion. If the consolidated district is large and all the pupils 
attend the central school, then transportation either at public or 
private expense becomes absolutely necessary. 

An act passed by the last legislature and signed by the 
Governor makes provision for transportation of children at public 
expense (Sec. 10776 R. S. Mo. 1911). 

WAGONS. 




Transportation Wagons, ?forth Dakota. 

In most cases, though not in all, where transportation is 
provided at public expense, the district owns the wagons and 
hires a driver who furnishes the team and transports the children. 

It becomes necessary in these cases for the district to decide 
upon the kind of wagon it is going to use in transporting its 
children. This depends somewhat upon the number of children 
to be conveyed and upon the kind of roads over which they are 
to be conveyed. In order that those having in charge the buying 
of wagons may have some idea of the kind of wagons that are 



TRANSPORTATION 29 

being used throughout the country, the following facts as gathered 
from experienced men all over the United States are given: 

The wagons used in ^Marion County, Kansas, are constructed 
especially for the transportation of children and are as com- 
fortable and convenient as can be made. In the severe winter 
weather they are tightly covered and the beds and sides are 
heavily padded. The wagons used in the Burns consolidated school 
In the county cost when new $130.00. The wagons used in Ells- 
worth County, Kansas, are made especially for transportation 
purposes, have springs and are covered. The seats are arranged 
along the sides and the children enter from steps in the rear. 
The wagons used in Rice County, Kansas, have springs, leather 
tops and seats running lengthwise along the sides. 

The wagons used in Dunn County, Iowa, are common wagons 
with band wagon boxes, home-made, water-tight cover and side 
curtains. 

The wagons used in the consolidated schools of Woodford 
County, Illinois, are made especially for the purpose of carrying 
children and have springs. They are covered with heavy storm 
proof cloth and have seats arranged along each side. 

In :Marquette County, Michigan, a large covered bus is used. 
Those used in Kalamazoo County, Michigan, are provided with 
springs of the kind that are used for heavy farm wagons. They 
are covered with 20-oz. duck cloth and have seats arranged along 
the sides. 

The wagons used in the Rigby consolidated school at Rigby, 
Idaho, are twelve feet long, five feet wide and weigh from 1100 
to 1300 pounds each. They have the same type of springs as do 
modern dray wagons, such as are used in St. Louis for medium 
draying. They have the regular omnibus cover, the outside of 
which is made of leatherette. The seats are arranged lengthwise 
along each side and the children enter from the rear by steps 
provided with a guard along the sides. 

The wagons used in the Jordan district. Salt Lake County, 
Utah, are the common western wagons, about No. 3. They are 
covered, have springs, and in cold weather straw is provided for 
the bottom of the wagon. 

In North Dakota large covered wagons, like those shown in 
the picture, are used. The beds are covered with heavy canvas 
and the tops are painted in order to make them water-tight. They 
are provided with ordinary spring bolster springs. The seats 
are arranged lengthwise and the children enter through a door 
in the rear. 

The wagons used in Pueblo County, Colorado, are covered 
with canvas, have springs and are made especially for transpor- 
tation purposes. In district No. 7 of this county an ordinary farm 



30 RURAL SCHOOL CONSOLIDATION IN MISSOURI 

wagon has been used to transport from twenty-five to thirty 
children for a distance of five miles to the central school. This 
wagon was covered with heavy canvas. 

The wagons used in Cheshire County, New Hampshire, were 
purchased from the Delphi Wagon Works, Delphi, Ind., and from 
the Studebaker people. These companies manufacture wagons 
especially for this purpose. 

The wagons used in the consolidated schools near Fairfax, 
Vermont, are of different sizes, depending upon the number of 
children to be carried. The seats run lengthwise along each side, 
are twelve inches wide and twenty inches apart, are from eight to 
twelve feet long and are covered with movable cushions. The 
back of the seats are also cushioned and extend upward for six- 
teen inches. The wagons weigh from twelve to fourteen hundred 
pounds and will carry from twelve to thirty children. The box 
that is used in winter has side curtains that will roll up. These 
wagons are made for the special use to which they are put and 
are covered with the best rubber cloth. 

Most of the wagons used in Augusta County, Virginia, were 
manufactured especially for transportation purposes. In a few 
cases on very bad roads old type wagons are made by fitting them 
with canvas covers and providing upholstered seats along the 
sides. Bolster springs are placed under the body of these wagons. 

In Idaho, Montana, Dakota, Minnesota, Wisconsin, and other 
northern states, the wagon bed is removed from the wheels and 
put on sleds in the winter when there is a snow. 

From the above it will be seen that there is a large number 
of different kinds of transportation vehicles in use. The kind of 
wagon to be selected will in all cases depend upon the conditions 
peculiar to the district in which it is to be used, and upon the 
.amount of money which the district is able to spend in this 
'direction. 

If the district is able, it is, perhaps, best to buy wagons man- 
;ufactured especially for this purpose by wagon companies. Infor- 
mation concerning such wagons may be secured through repre- 
isentatives of the large wagon firms. 

To repeat, in case the district does not desire to buy its 
wagons from a wagon company, it may place its order with some 
local mechanic and have them made according to its own plans. 
Or, it may employ a carpenter to construct wagon-beds, such as 
it desires, and may place these upon light farm wagons which 
have been fitted with bolster springs. In Granite school district, 
in Salt Lake County, Utah, the school boai-d has found it desir- 
able to furnish the springs and the wagon-box and to require 
the driver to furnish the running gears of the wagon. A good 
box together with the springs costs this district about $70.00. 



TRANSPORTATION 31 

In all cases the wagon should be covered. This may be ac- 
complished by placing rubber cloth, leatherette, or other material 
over a frame made of w^ood. The wagon should also be provided 
with side curtains which can be rolled up. The seats used by the 
children should be arranged lengthwise along the sides of the 
bed, and steps should be provided by means of which the children 
may enter the wagon through a door in the rear. 

DRIVERS. 

After the district has secured its wagons, its next problem 
is to find suitable persons to drive them. Great care should be 
exercised in making this selection, as the driver has much influ- 
ence over the children he transports. Almost as much care should 
be taken in selecting a driver as is taken in the selection of a 
teacher. Mr. Frank L. Jones, former State Superintendent of 
Indiana, submits the following opinion upon the matter of trans- 
portation contracts: 

"I am not in favor of letting contracts for conveying pupils. 
It is not a matter which can be lumped off to the lowest bidder. 
It would be as sensible to employ teachers on this basis. The law 
does not contemplate that the contracts for transportation should 
be made in this way. It is entirely proper for a trustee or an 
advisory board, or both, to fix the amount that will be paid and 
then select the best man for the work at that price." 

The driver must in all cases be under bond and contract as 
to regularity, habits, and protection and control over the children, 
as provided by law. It is generally best to have a uniform con- 
tract for transporting ihe pupils, which all drivers are required 
to sign. Such a contract assists in a clear understanding of what 
is expected of all concerned. 

The form of contract used in Missouri is as follows: 

SCHOOL CONVEYANCE CONTRACT. 

District No , County, Mo. 

This article of agreement made and entered into this 

day of , 191 . . , by and between 

, of County 

in the State of Missouri, of the first part, and the School Board 

of Consolidated (Common School) District No of 

County in said State, of the second part. 

WITNESSETH, that the said 

party of the first part, doth hereby agree to and with the said 
School Board, party of the second part, as follows, to-wit: 

That the said will convey to school 

by spring hack all children herein stated 



32 RURAL SCHOOL CONSOLIDATION IN MISSOURI 

and such other children of school age whose parents may later 
reside on the route or in the district. The transportation route 

to he as follows : 

The said party of the first part further agrees to arrive at 

between A. M. and 

A. M. standard (sun) time, and at the close of each day's session 
convey the foregoing pupils to their respective homes as expedi- 
tiously as possible in the same general manner as in the morning. 
He shall strictly prohibit profane or obscene language and boister- 
ous conduct in or about the hack. The said party of the first 
part further agrees not to use tobacco while in charge of the 
children, neither will he permit its use by any of the pupils while 
in his custody. The pupils shall be conveyed with due regard for 
their comfort and the team shall not only be safe but reasonably 
speedy. 

(Additional Considerations) 

The services of the said party of the first part shall commence 

on the day of , 191 . . . , and continue 

throughout the school year for such days as the school shall be 
in session. The said party of the first (second) part shall provide 
a comfortable and safe conveyance, and said vehicle shall be so 
constructed that it can be entirely closed during inclement 
weather. 

(Additional Considerations) 

The said party of the second part in consideration of the prompt 
fulfillment on the part of the party of the first part contracts and 

agrees to pay dollars per day for services rendered 

as above stated. In ciase party of the first part fails, neglects or 
refuses to faithfully do and perform each and every one of the 
covenants and agreements herein specified on his part to be per- 
formed, then this contract shall be void at the option of the party 
of the second part, and the party of the second part may imme- 
diately bring suit on the bond annexed hereto for any damages 
sustained to the party of the second part by reason of the failure 
of the party of the fir^t part to perform his covenants and agree- 
ments herein contained. 

IN WITNESS WHEREOF, the above named parties have signed 
the above contract. 

Done by order of the Board this day of 191. . 

Party of the 
first part. 



i 



President. y Party of the 

\ second part. 

Secretary. 



TRANSPORTATION 33 

DRIVER'S BOND. 

KNOW ALL MEN BY THESE PRESENTS, That 

, principal and 

as sureties, are held and firmly bound unto the State of Missouri 

in the sum of dollars, for the payment of which 

we do bind ourselves jointly and severally. The conditions of this 

bond are such that, whereas said did on 

the day of , 191. . . enter into a contract 

with the School Board of Consolidated (Common School) District 
No of County in the State of Mis- 
souri, we do hereby guarantee the full performance of all condi- 
tions specified in said contract on the part of said 

to be kept. Now if the said 

shall faithfully fulfill all the require- 
ments mentioned, then this obligation to be void, otherwise to be 
and remain in full force. 

WITNESS our hands and seals this day of , 

191.... 

(Seal) 

(Seal) 

Blank contract forms may be procured by writing to the 
Superintendent of Public Instruction, Jefferson City, ^Missouri. 

DRIVER'S CONTROL OVER PUPILS. 

The pupils should be under the supervision of the driver while 
being carried to and from the school. The driver should be able 
to command the respect of all the pupils in his charge. The fol- 
lowing are some of the rules for pupils transported in wagons 
to and from school at public expense, used by the Jordan School 
District in Salt Lake County, Utah: 

First. The driver takes the place of the teacher in discipline 
while pupils are in the wagon. 

Second. Wagons are put on to accommodate the pupils who 
live two or more miles from the school. Then those living next 
in distance. If all can be accommodated, do so, if not, the smallest 
pupils on the inside of the two-mile limit shall have first place. 

Third. Wagons shall call at regular and convenient places 
on route for pupils. 

Fourth. Pupils must be on time, or the wagon will not wait 
for them. 

Fifth. Time when wagon will be at certain points shall be 
given out by driver and he must be there at that time, but must 
not leave ahead of schedule time. 



34 RURAL SCHOOL CONSOLIDATION IN MISSOURI 

Sixth. While riding in school wagons pupils must be orderlj^ 
and remain in seat given them by the teamster. 

Seventh. Pupils must be careful in getting in and out of the 
wagons, to the end that they do not soil clothing of other pupils. 

Eighth. Rules for the conduct of pupils in regular school 
shall maintain in the wagons. Principals of the schools to which 
pupils are hauled in wagons will be held responsible for the en-, 
forcement of these rules. 

Ninth. Pupils must be respectful to teamster. 

Tenth. Should a pupil persist in violating any or all of these 
rules, it shall be the duty of the driver to disqualify the pupil 
from riding and the pupil so disqualified shall not be permitted 
to ride again until permission is granted by the school board. 

HEATIiNG THE WAGONS. 

The wagons used in the transportation of children are some- 
times heated in cold weather. This is not generally necessary if 
the wagons are tight. 

The consolidated schools in Salt Lake County, Utah, do not 
find it necessary to heat their wagons. Mr. C. H. Brush of Fair- 
fax, Vermont, reports that the wagons are not heated in his part 
of the country, but that occasionally a parent sends along a hot 
brick wrapped in paper. In Baltimore County, Maryland, robes 
and blankets are found to keep the children warm, and so no 
device for heating the wagons is employed. Mr. A. M. Nutten, of 
Comstock Consolidated Schools, Comstock, Michigan, says: "We 
were prepared to heat our wagons, but never have found it neces- 
sary. The closed wagon filled with children doesn't seem to re- 
quire heat." It has not been found necessary to heat the wagons 
in so cold a place as Richland County, North Dakota. This v/ould 
seem to indicate that the heating of the wagons is more a matter 
of choice than of necessity. 

If, however, a district does desire to heat its wagons, it mav 
do this in a number of different ways. The wagons may be heated 
by oil stoves which can be purchased at any hardware store at a 
cost of about $5.00 each. In Marion County, Kansas, the wagons 
are heated in this way. In this county the pupils pay for the oil 
consumed as fuel in these stoves. These stoves are the Standard 
Oil Heaters. Soapstones or bricks of carbon, which are not very 
expensive and may be obtained from any large dealer in supplies, 
are often used. The Majestic Foot Warmer is sometimes used. 
These warmers cost about $2.50 each, but serve their purpose very 
satisfactorily. 



BIBLIOGRAPHY 35 

BIBLIOGRAPHY. 

1. As well, Jas B., State Supt. Pub. Ed., Baton Rouge, La. 
The consolidation of school districts, the centralization of rural 
schools and the transportation of pupils at public expense. Cir- 
cular of Information, 1906. 

2. Barrett, Richard C. Consolidation of schools and trans- 
portation of children. Bien. Rep. Supt. Pub. Ins. of Iowa, 1901. 

3. Bedichek, Una, and Baskett, Geo. F. The consolidation of 
rural schools with and without transportion. Bull. Univ. Texas, 
No. 96, 1907. 

4. Biennial report, U. S. Com. of Ed. pp. 2581-4. Transporta- 
tion of pupils to school. 1899-1900. 

5. Carrington, W. T., State Supt. Pub. Schools, .Missouri. The 
rural school problem. Mo. School Rep. pp. 4-11, 1902. 

6. Consolidation of schools and transportation of pupils- 
U. S. Com. of Ed. 2:2353-2369, 1902. 

7. Connor, R. D. W. Improvement in rural school houses and 
grounds. Pamphlet, Raleigh, N. C, 1900-1906. 

8. Davenport, E. Consolidation of country schools. Univ. 
111. Bull., 1904. 

9. Fairchild, E. T., State Supt. of Pub. Ins., Kansas. Ed. Com. 
Bull. No. 1, 1908. 

10. Fall, Delos, Supt. Pub. Ins.. :\Iichigan. School Rep., pp. 
5-34, 1901. 

11. Fall, Delos. Consolidation of schools. Rep. Supt. of Pub. 
Ins., p. 9, 1902. 

11a. Foght, .1. W. The American Rural School. 

12. Folsom, Channing. An inquiry concerning the conveyance 
of scholars in New Hami)shire. 51st N. H. School Rep., pp. 271-292. 
1899-1900. 

13. Fowler, Wm. K. The consolidation of school districts: 
the centralization of rural schools. Pub. by State of Neb. Dept. 
Pub. Ins., 1903. 

14. Gass, Howard A. 16th Mo. Rep. of Pub. Schools, 190S-1909. 

15. Harvey, :Mrs. H. Clay. School problems in Adair County. 
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16. Harvey, L. D. Consolidation of school districts and trans- 
portation of rural school i)upils at public expense. .Michigan, BulL 
No. 7, 1902. 



36 RURAL SCHOOL CONSOLIDATION IN MISSOURI 

17. Jones, Frank L. Ind. Rep. Supt. Pub. Ins., pp. 727-782, 
1902. 

18. Jolinson, W. H. Annual Rep. of Jackson County Schools, 
Independence, Mo., 1907. 

19. Jones, E. A., State Com. of Common Schools, Columbus, O. 
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20. .Joyner, J. Y., Supt. Pub. Ins. Consolidation. — Work to be 
done and how to do it. N. C. School Rep., 1902-3 and 1903-4. 

21. Joyner, J. Y., Supt. of Pub. Ins., N. C. Consolidation of 
districts. Ed. Bull. No. 1, 1902. 

22. Joyner, J. Y., Supt. Pub. Ins., N. C. O.Ticial letters, etc., 
Consolidation of districts. 

23. Kelley, Patrick, H., State Supt. Pub. Ins., Michigan. Con- 
solidation of school districts in Michigan. Bull. No. 19, 1906. 

24. Matson, Clarence H.. Country schools. — The new plan 
Outlook, p. 981, Dec, 1902. 

25. McKenzie, Hector. Concrete examples of consolidation of 
rural schools. N. D. Pubsh. by Dept. Pub. Ins., 1905. 

26. Nelson, Prank, State Supt. Ins., Kan. The consolidation 
of rural schools. Kan. School Rep., p. 38, 1901-2. 

27. Olsen, J. W. Consolidation of rural schools, and trans- 
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28. Pyne, R. A., Minister of Ed. Rep. Minister of Ed., Toronto, 
1910. 

29. Report of Committee of Twelve on Rural Schools. N. 
E. A., 1897. 

30. Rep. U. S. Com. of Ed. 2:2353-2369, 1902. 

31. Riggs, John F. Bien. Rep. Supt. Pub. Ins., Iowa, 1905. 

32. Riggs, John F. Conditions and needs of Iowa rural 
schools. Bull, by Supt. Pub. Ins., 1905. 

33. Southall, Joseph W. Consolidation and transportation. 
Va. School Rep., 1900-01. 

34. Stone, Mason S. Cir. of Ed. Information No. 19, Dept. 
Ed. Vt, 1906. 

35. Upham, A. A. Transportation of rural school children 
at public expense. Ed. Rev. 20:241, 1900. 

36. Ustrud, H. A., Supt. Pub. Ins. Consolidation of schools 
in South Dakota, 1908. 

37. Welch, W. W., Supt. Pub. Ins., Montana. Montana School 
Rep., pp. 13-20, 1902. 



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